|
| Item | DDCS score | Not at all confident | Somewhat confident | Moderately confident | Very confident | Extremely confident |
| Mean ± SD | N (%) |
|
| I can give a combined food and correction bolus using an insulin pump | 3.2 ± 1.3 | 40 (15) | 41 (15) | 59 (22) | 75 (28) | 55 (20) |
| I can override an insulin pump to give a bolus (not using the pump’s calculations) | 2.8 ± 1.4 | 66 (24) | 48 (18) | 61 (23) | 59 (22) | 35 (13) |
| I can set a temporary basal rate on an insulin pump | 2.4 ± 1.3 | 97 (36) | 59 (22) | 47 (17) | 47 (17) | 20 (8) |
| I can suspend insulin delivery on an insulin pump | 2.9 ± 1.4 | 59 (22) | 48 (18) | 67 (25) | 56 (20) | 41 (15) |
| I can change an insulin pump site | 2.5 ± 1.4 | 95 (35) | 51 (19) | 54 (20) | 36 (13) | 34 (13) |
| I can check insulin pump settings (basal rate, insulin to carb ratio, and correction factor) | 3.0 ± 1.3 | 39 (15) | 63 (23) | 67 (25) | 62 (23) | 38 (14) |
| I can review the bolus history | 3.2 ± 1.3 | 35 (13) | 51 (19) | 65 (24) | 71 (26) | 48 (18) |
| I can change a battery or charge the insulin pump | 3.0 ± 1.4 | 52 (19) | 41 (15) | 66 (25) | 65 (24) | 46 (17) |
| I recognize when an insulin pump site has failed | 3.6 ± 1.2 | 18 (7) | 31 (12) | 62 (23) | 95 (35) | 63 (23) |
| I understand what a sensor-integrated insulin pump is | 2.6 ± 1.3 | 77 (28) | 48 (18) | 69 (26) | 54 (20) | 21 (8) |
| I can operate a student’s sensor-integrated pump if needed | 2.2 ± 1.3 | 112 (42) | 60 (22) | 45 (17) | 39 (14) | 14 (5) |
| I can adequately assess a student’s knowledge about their insulin pump | 3.7 ± 1.1 | 11 (4) | 24 (9) | 63 (23) | 108 (40) | 64 (24) |
| I can help a student manage their diabetes with a variety of insulin pumps | 3.1 ± 1.3 | 37 (14) | 53 (20) | 60 (22) | 84 (31) | 36 (13) |
| I can operate a student’s CGM if needed | 3.0 ± 1.3 | 47 (17) | 46 (17) | 75 (28) | 64 (24) | 38 (14) |
| I know when to calibrate and when not to calibrate a CGM | 2.6 ± 1.3 | 71 (26) | 60 (22) | 62 (23) | 51 (19) | 26 (10) |
| I can monitor the CGM tracing/graph when needed | 2.9 ± 1.4 | 60 (22) | 54 (20) | 66 (24) | 42 (16) | 48 (18) |
| I can interpret trend arrows on a CGM tracing | 3.4 ± 1.4 | 38 (14) | 38 (14) | 56 (21) | 66 (24) | 73 (27) |
| I understand what the different CGM alarms mean | 3.1 ± 1.4 | 52 (19) | 44 (16) | 64 (24) | 56 (21) | 54 (20) |
| I recognize when to test a glucose using a meter for a student with a CGM | 3.9 ± 1.1 | 16 (6) | 15 (5) | 43 (16) | 92 (34) | 105 (39) |
| I can adequately assess a student’s knowledge about their CGM | 3.6 ± 1.1 | 14 (5) | 27 (10) | 70 (26) | 95 (35) | 64 (24) |
| I can help a teacher/other school staff understand what to do if a student’s CGM alarms in class | 3.9 ± 1.1 | 16 (6) | 26 (9) | 40 (15) | 89 (33) | 100 (37) |
| I can help a student manage their diabetes with a variety of CGMs | 3.2 ± 1.4 | 48 (18) | 33 (12) | 72 (27) | 66 (24) | 52 (19) |
| I can learn how to use a diabetes device that I am not familiar with | 3.8 ± 0.9 | 3 (1) | 20 (7) | 70 (26) | 106 (39) | 72 (27) |
| I can set expectations for device use in school with parents | 3.8 ± 1.0 | 8 (3) | 17 (6) | 69 (26) | 95 (35) | 82 (30) |
| I can easily find resources to teach school staff about diabetes devices | 3.7 ± 1.0 | 5 (2) | 31 (11) | 64 (24) | 99 (36) | 27 (27) |
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